we've got technology in our program, but now what

“We've got technology in our program! Now what?“

Making decisions about digital apps and software

that support active learning

Karen Nemeth, Ed.M. Fran Simon, M.Ed.

NAEYC Annual Conference, 2012

Fran Simon, M.Ed. Karen Nemeth, Ed.M.

About us

Be a critical consumer.

You are the who

stand between technology and children.

You Make the Choices

NAEYC/FRC Joint Position Statement on Technology in ECE CLASSROOMS

www.naeyc.org/content/technology-and-young-children Copyright, Simon and Nemeth

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Copyright, Simon and Nemeth 5

You don’t have to use technology. Choose to use tech tools

intentionally, and choose not to use them when they’re not the best

choice.

Daily Routines • Plan technology as another

option like books, crayons, blocks etc.

• Examine learning objectives and make choices that fit

• Work with children to review their choices in all areas of the room

Inte

nti

on

al

Computer Software and Apps

Meaningful

Pedagogical value

Engaging

Interactive

“Sticky”

Productive

Up to date

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Download Smack Talk app now

Decisions about using software: Basic pedagogical decisions

• What are the objectives?

• Is this the right tool for the objective?

• Does it extend other activities?

• Is it interactive?

• Is the interaction meaningful?

• Does it fit in with the project/theme/study?

• Does it work with the curriculum?

• What is my role using this software?

Open your Smack Talk app

• Play with it for 3 minutes

• In small groups come up with a way to use this app in a lesson plan for your classroom

• Discuss – how does this address the points on previous slide?

Decisions about using software: A question of balance

Is the software for:

• A large group, small group, or for individual children?

• Teacher-directed or child-initiated activities?

• Open-ended or skill-focused?

• Short periods of time or deeper exploration?

Decisions about using software: Usability and instructional design

Is the software: • Flashy, distracting, overwhelming or just

enough appealing graphics and sounds to engage, but not distract?

• Free of ads or enticements for children? • Deemed safe by trusted resources? • Easy for children to navigate

independently? • Provide feedback to guide children? • Interactive with meaning or just fun?

Open a children’s story you have on your device

How does the story app or ebook fit with points on

previous slide?

(ex Pooh’s Birthday Surprise or There’s a Monster at the End of this Book)

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Adults need technology

“play time” AND formal

professional development to understand the implications of

the tools

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http://bit.ly/DigilitECTeach

Copyright, Simon 19

Research will inform ongoing practice and investments (or

not!)

Investments in technology tools are wasted without investments in

professional development. Copyright, Simon and Nemeth 20

Digital literacy learning should be woven into the

fabric of the day, not time set aside for “computer time”.

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Equity: Include technology that enhances dual language learning, represents diversity, and allows

access for children with disabilities.

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Time limits: Guidelines and expectations should consider variables

like age, objectives, and type of interaction.

How Much Time? Recommendations from

Digital Decisions

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What can you do with…

Cookie Doodle?

MyStory?

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People asked us: why use Toca Tea Party when real teacups are

available?

Here’s our answer:

Toca Hair Salon

Tech for infants and toddlers: Laptime and

floortime with the youngest children

might include technology, but in very limited cases, for a few minutes at a time and ONLY with an adult.

Copyright, Simon and Nemeth 35

Family photo albums

Stories in the child’s home language

Familiar songs related to current activities

Babies app

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© Copyright, Nemeth and Simon, 2012 37

#ECEtechCHAT

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Early Childhood Technology Network

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Fran@ECEtech.net Karen@ECEtech.net

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Thank you!